Deaf education is designed specifically to meet the educational,
linguistic, cultural, social and cognitive needs of the individual student.
Deaf and hard of hearing children have the right to a quality education,
with the same content and to the same academic level as hearing children. Deaf
education is the education of students with various hearing levels in a way
that addresses the students´ individual differences and needs. However, there
are different approaches and communication methods in the education of Deaf and
hard of hearing students around the world. There are three main communication
methods used in the education of Deaf children:
1. Bilingual – This is a philosophy of
teaching a sign language as a native or first language of Deaf children
plus the national written language. The spoken/written language (for example
Finnish in Finland or Spanish in Mexico) is taught as a second language.
2. Total communication – This refers to using a
combination of signs and spoken language, which includes sign language,
finger-spelling, gesture, visual imagery, writing, voice and lip-reading.
3. Oral – This is an approach that
emphasizes auditory training, articulation ability and lip-reading and assumes
that all information can be transmitted by using spoken language. This approach
usually excludes the use of a signed language.
Studies have shown that Deaf students who have higher levels of sign
language proficiency also have better results in reading and writing tests
(i.e. literacy), and perform better in cognitive tasks.
Language and communication are at the heart of everything we do as
humans and without them any academic, cognitive, emotional or social
development becomes difficult. The WFD (World Federation of the Deaf) believes
that sign language is central to a linguistically and culturally appropriate
education for deaf children, be it the national sign language of a country or a
local sign language. Some countries are multilingual; there may be more than
one sign language and/or spoken language in a country, and the educational
provision for deaf children should reflect this.
The goal of bilingual Deaf education is language proficiency in at least
a sign language and a written/spoken language. Teachers must have the
knowledge and skills necessary to teach literacy and all academic subjects, and
fluency in sign language is a critical skill for teachers who work with Deaf
and hard of hearing students. National laws and educational policies in many
countries do not yet promote the use of the national sign language in the
education of Deaf and hard of hearing students. The International Congress on
the Education of the Deaf (ICED) is perhaps the most recognized international
conference for educators and researchers working with Deaf and hard of hearing
students.
The use of sign language in education is supported by article 24,
paragraph 3 of the United Nations Convention on the Rights of Persons
with Disabilities, which states that countries should “[ensure] that the
education of persons, and in particular children, who are blind, Deaf or
DeafBlind, is delivered in the most appropriate languages and modes and means
of communication for the individual, and in environments which maximize
academic and social development”.
World Federation of the Deaf
Jessica Machiavello.
